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Journal articles on the topic 'Improving educational practice'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

LUPU, Nicoleta. "EDUCATIONAL GAME. A BEST PRACTICE FOR IMPROVING ACADEMIC ACHIEVEMENT TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 409–14. http://dx.doi.org/10.19062/2247-3173.2018.20.55.

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Cobb, K., E. Nitsche, K. Tinhof, C. Talaska, S. Renner, and Z. Szepfalusi. "P135 Improving physiotherapy practice with educational videos." Journal of Cystic Fibrosis 17 (June 2018): S97. http://dx.doi.org/10.1016/s1569-1993(18)30430-2.

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Pugliese, Gina, and Martin S. Favero. "Educational Approach to Improving Patient Isolation Practice." Infection Control & Hospital Epidemiology 21, no. 6 (2000): 427. http://dx.doi.org/10.1017/s0195941700042661.

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Cai, Jinfa, Anne Morris, Stephen Hwang, Charles Hohensee, Victoria Robison, and James Hiebert. "Improving the Impact of Educational Research." Journal for Research in Mathematics Education 48, no. 1 (2017): 2–6. http://dx.doi.org/10.5951/jresematheduc.48.1.0002.

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How can research have a larger impact on educational practice? What kinds of research can have the greatest impact on educational practice? These are perennially thought-provoking questions for mathematics education researchers (e.g., Battista et al., 2007; Boerst et al., 2010; Heck et al., 2012; Heid et al., 2006; Herbel-Eisenmann et al., 2016; Langrall, 2014; Silver, 2003) as well as educational researchers more broadly (Kane, 2016; Snow, 2016). In recent years, educational researchers have lamented the failure of educational research to have a transformative effect on educational practice d

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Arimoto, Masahiro. "Japanese Educational System Improving Ongoing Practice in Schools." School Effectiveness and School Improvement 6, no. 4 (1995): 380–88. http://dx.doi.org/10.1080/0924345950060405.

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Дрегалкина, А., A. Dregalkina, М. Шимова, M. Shimova, О. Шнейдер, and O. Shneider. "IMPROVING EFFI CIENCY MANUFACTURING PRACTICE «ASSISTANT DENTIST »." Actual problems in dentistry 10, no. 6 (2014): 52–55. http://dx.doi.org/10.18481/2077-7566-2014-0-6-52-55.

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<p>Industrial practice – an integral and very important part of the preparation of a dentist. Optimization of production practices among students is an actual problem of modern educational process. The paper presents an analysis of the organization and results of the manufacturing practice «physician assistant dental surgeon» at the faculty of the Ural State Medical University, highlighted the main directions of improving its effectiveness. </p>

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Williams, Jenny. "Patient stoma care: educational theory in practice." British Journal of Nursing 21, no. 13 (2012): 786–94. http://dx.doi.org/10.12968/bjon.2012.21.13.786.

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Patients undergoing stoma formation encounter many challenges including psychosocial issues, relationship concerns and fear of leakage. Leakage, inappropriate product usage and poor patient adaptation post stoma formation has cost implications for the NHS. Developing good, practical stoma care skills has been identified as improving patient outcomes, promoting the provision of quality care and improving efficiency within the NHS. However, a thorough literature search indicated that there is little research available on patient stoma care education. This is considered surprising by Metcalf (199

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Cai, Li, and Mark Hansen. "Improving Educational Assessment: Multivariate Statistical Methods." Policy Insights from the Behavioral and Brain Sciences 5, no. 1 (2017): 19–24. http://dx.doi.org/10.1177/2372732217747006.

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This review presents two case studies that illustrate how multivariate statistical modeling applies to the specific goal of improving educational assessment. The first case study involves the development of a new large-scale English language proficiency assessment system (called the English Language Proficiency Assessment for the 21st Century; ELPA21). The second application concerns efforts to quantify student progress in learning using conditional growth models, a topic of current debate about assessment policy. A popular measure, Student Growth Percentile (SGP), is explored through the lens

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Zanotti, Kristine, Sahana Somasegar, Monica Webb Hooper, and Elizabeth Hopp. "Improving Value-Based Care Education in a Fellowship by Incorporating ACGME Competencies." Journal of Graduate Medical Education 11, no. 6 (2019): 668–73. http://dx.doi.org/10.4300/jgme-d-19-00311.1.

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ABSTRACT Background Most value-based care educational interventions teach knowledge of cost but fail to recognize the interrelatedness of the Accreditation Council for Graduate Medical Education (ACGME) competencies of medical knowledge, patient care, practice-based learning and improvement, and systems-based practice. Objective We analyzed the impact on clinical decision-making of an educational curriculum that incorporated the spectrum of ACGME competencies. Methods Five didactic sessions for a gynecologic oncology fellowship were modified to incorporate cost- and value-based care considerat

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Rajan, Marina, and Thomas Chacko. "Improving educational environment in medical colleges through transactional analysis practice of teachers." F1000Research 1 (October 9, 2012): 24. http://dx.doi.org/10.12688/f1000research.1-24.v1.

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Context: A FAIMER (Foundation for Advancement in International Medical Education and Research) fellow organized a comprehensive faculty development program to improve faculty awareness resulting in changed teaching practices and better teacher student relationships using Transactional Analysis (TA). Practicing TA tools help development of ‘awareness’ about intrapersonal and interpersonal processes.Objectives:To improve self-awareness among medical educators.To bring about self-directed change in practices among medical educators.To assess usefulness of TA tools for the same.Methods: An experie

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Elmore, Richard. "Getting to Scale with Good Educational Practice." Harvard Educational Review 66, no. 1 (1996): 1–27. http://dx.doi.org/10.17763/haer.66.1.g73266758j348t33.

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How can good educational practice move beyond pockets of excellence to reach a much greater proportion of students and educators? While many children and young adults in school districts and communities around the country have long benefited from the tremendous accomplishments of successful teachers, schools, and programs, replicating this success on a larger scale has proven to be a difficult and vexing issue. In this article, Richard Elmore addresses this problem by analyzing the role of school organization and incentive structures in thwarting large-scale adoption of innovative practices cl

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12

Jackson, Emma. "Personal Reflections on the Masters in Educational Practice." Cylchgrawn Addysg Cymru / Wales Journal of Education 19, no. 1 (2017): 146–55. http://dx.doi.org/10.16922/wje.19.1.8.

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In September 2015, I successfully completed the Masters in Educational Practice (MEP). This article focuses on the professional gains of this qualification including the opportunities for classroom-based inquiry, structured reflection and professional dialogue with colleagues. I discuss the benefits of mentoring support from experienced teachers, as well as ongoing professional development in key aspects of national educational policy and practice. I describe how the qualification encourages newly qualified teachers to continually reflect on their practice and how this has had a direct and lon

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Dimas, Stavi. "Improving multicultural learning through interpretations and interactions with museum educational practice." Journal of Visual Literacy 35, no. 1 (2016): 3–23. http://dx.doi.org/10.1080/1051144x.2016.1197516.

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MacGillivray, Helen. "Improving educational connections with authentic statistical practice and real complex data." Teaching Statistics 38, no. 2 (2016): 37–39. http://dx.doi.org/10.1111/test.12104.

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Miglo, Anton. "Managers versus Students: New Approach in Improving Capital Structure Education." Journal of Education and Vocational Research 3, no. 11 (2012): 353–69. http://dx.doi.org/10.22610/jevr.v3i11.89.

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According to Graham and Harvey (2001), an immense gap exists between capital structure theories and practice. By analyzing studentsâ€™ perception of capital structure theories and the differences between their opinion and that of the current CEOâ€™s and managers this paper argues that this can be partially explained by current educational practices. Educators mostly focus on one or maybe two most popular theories and students have much smaller knowledge about other theories. Secondly educational practices favor trade-off theory to asymmetric information based theories. The paper provides some

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Lauchlan, Fraser. "Improving Learning Through Dynamic Assessment." Australian Educational and Developmental Psychologist 29, no. 2 (2012): 95–106. http://dx.doi.org/10.1017/edp.2012.13.

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Dynamic assessment is increasingly being used by educational psychologists around the world and is largely seen as a valuable approach to assessing children and providing useful classroom suggestions to help teachers working with children who have learning difficulties. However, a common complaint about the approach is the difficulty in moving from theory to practice, and in particular how to feedback the results of a dynamic assessment to teaching staff, parents, and children in order to provide an effective programme of intervention. This article provides some background to a practical resou

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Hooks, Laura McDonald, Catherine Scott-Little, Betty Jo Marshall, and Glyn Brown. "Accountability for Quality: One State’s Experience in Improving Practice." Early Childhood Education Journal 33, no. 6 (2006): 399–403. http://dx.doi.org/10.1007/s10643-006-0065-3.

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Buysse, Virginia, Karen L. Sparkman, and Patricia W. Wesley. "Communities of Practice: Connecting What We Know with What We Do." Exceptional Children 69, no. 3 (2003): 263–77. http://dx.doi.org/10.1177/001440290306900301.

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This article examines the community of practice model as a framework for integrating educational research and practice. This perspective extends current notions about collaborative inquiry and the role of teacher participation in research aimed at improving educational practices. In addition to defining communities of practice and describing reflective practice and situated learning as the theoretical underpinnings of this approach, the article analyzes applications of this model from the literature and offers suggestions for transforming traditional methods of conducting research on education

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Md Jamal, Abul Bashar. "Journal club: An Important Teaching-Learning Activity." Journal of Bangladesh College of Physicians and Surgeons 33, no. 4 (2016): 213–17. http://dx.doi.org/10.3329/jbcps.v33i4.28142.

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Journal club is an important teaching learning activity of educational institutions and thus improving medical education of the country. It is directly related to improving patients outcome of one,s own department or institution. There is increasing demands to practice effectively medical science at highest stakes. A formal journal club facilitates discussing and evaluating new research and its application to practice and improving patient care. However many a times, journal club fails to achieve its role and a superficial discussion on clinical aspects distracts its aims and objectives. The a

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Cai, Jin, Sha Zhu, Yan ming Tian, and Harrison Hao Yang. "Learning from practice: improving blended learning strategies in an educational technology course." International Journal of Innovation and Learning 21, no. 4 (2017): 467. http://dx.doi.org/10.1504/ijil.2017.084462.

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Morgan, Alistair R. "Improving student learning in distance education: Theory, research and practice." European Journal of Psychology of Education 10, no. 2 (1995): 121–30. http://dx.doi.org/10.1007/bf03172910.

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Ferguson, Leila E. "Evidence-informed teaching and practice-informed research." Zeitschrift für Pädagogische Psychologie 35, no. 2-3 (2021): 199–208. http://dx.doi.org/10.1024/1010-0652/a000310.

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Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research

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Pasholikov, Mikhail Sergeevich. "Organizational and pedagogical conditions for arranging educational practice in the process of vocational training of future managers." Педагогика и просвещение, no. 2 (February 2021): 40–53. http://dx.doi.org/10.7256/2454-0676.2021.2.35407.

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This article is dedicated to determination of organizational and pedagogical conditions for arranging educational practice in the process of vocational training of future managers in the university. The relevance of this topic is substantiated by dissatisfaction of the pedagogues, students and employers&rsquo; representatives with the results of educational practice. The author compares the international models of management education, and highlights the key differences in the Russian and foreign approaches towards arranging educational practice for the bachelors in management. The author

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Aven, Terje. "Improving the foundation and practice of reliability engineering." Proceedings of the Institution of Mechanical Engineers, Part O: Journal of Risk and Reliability 231, no. 3 (2017): 295–305. http://dx.doi.org/10.1177/1748006x17699478.

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Reliability engineering is today a well-established field, accounting for many scientific journals and conferences, educational programmes and courses, academic positions and societies. There are also many standards which guide the practice of reliability engineering, and every year a number of scientific papers are published which address reliability engineering issues. Yet the area faces many challenges, in particular when addressing systems characterised by large uncertainties, and accurate prediction models are not easily established. We see alternative analysis perspectives being advocate

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Pesch, Megan H., Carter Anderson, and Erika Mowers. "Improving Obstetric Provider Congenital Cytomegalovirus Knowledge and Practices." Infectious Diseases in Obstetrics and Gynecology 2020 (November 8, 2020): 1–4. http://dx.doi.org/10.1155/2020/8875494.

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Background. Congenital cytomegalovirus infection (cCMV) is the most common congenital infection. Antenatal education is proven to reduce cCMV risk. Little is known about obstetric provider knowledge and practice patterns around cCMV. Objectives. To evaluate obstetric provider knowledge and practice patterns regarding cCMV at baseline and again after a brief educational intervention. Methods. Obstetric providers ( N = 53 ) at a US academic community hospital were invited to complete a survey regarding their knowledge and practice patterns around cCMV. Providers attended a brief presentation abo

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Costello, Shane. "Supervision and Collaborative Practice in Educational and Developmental Psychology." Educational and Developmental Psychologist 35, no. 1 (2018): i—ii. http://dx.doi.org/10.1017/edp.2018.5.

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Psychologists have a vital role to play in schools. From identifying and treating complex psychopathology, through to using psychology as a tool to enrich lives by improving learning, facilitating positive developmental trajectories, and supporting social justice and advocacy, a school psychologist works in a complex and diverse space. In this way, any single day could include questions such as whether a child is socially and intellectually prepared to progress into the next grade; consulting with educators about managing challenging behaviours; conducting comprehensive assessments for cogniti

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Quinn, Brenna L., and Megan Smolinski. "Improving School Nurse Pain Assessment Practices for Students With Intellectual Disability." Journal of School Nursing 34, no. 6 (2017): 480–88. http://dx.doi.org/10.1177/1059840517722591.

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School nurses are afforded minimal resources related to assessing pain in students with intellectual disability (ID) and have called for continuing education. The purpose of this study was to measure the effectiveness of an education program regarding best practices for assessing pain in students with ID. Educational sessions were presented to 248 school nurses. Pre-, post-, and follow-up surveys measured (1) difficulty school nurses face when assessing pain, (2) knowledge and use of pain assessment methods, and (3) intent to change and actual changes to professional practices. Participants ex

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Mohammed, Hend Elham, Eman Sobhy El-Said, and Amira Mostafa Fahmy. "Effect of Educational Protocol on Improving Nurses’ Knowledge and Practice Regarding Skin Traction." Indian Journal of Public Health Research & Development 11, no. 2 (2020): 2548. http://dx.doi.org/10.37506/v11/i2/2020/ijphrd/195217.

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Morris, Anne K., and James Hiebert. "Openness and Measurement: Two Principles for Improving Educational Practice and Shared Instructional Products." Mathematics Teacher Educator 3, no. 2 (2015): 130–53. http://dx.doi.org/10.5951/mathteaceduc.3.2.0130.

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Two studies were conducted to identify the conditions under which instructors teaching the same mathematics teacher preparation course would continuously improve their shared instructional products (lesson plans for class sessions) using small amounts of data on preservice teacher performance. Findings indicated that when lesson-level student performance data were simply collected, by course section, the instructors could make important changes to the lessons but did not often do so. However, when the instructors were encouraged to compare data across semesters, they generated hypotheses that

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Sutherland, Kevin S., Maureen A. Conroy, Bryce D. McLeod, Rachel Kunemund, and Kim McKnight. "Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students." Journal of Emotional and Behavioral Disorders 27, no. 2 (2018): 76–85. http://dx.doi.org/10.1177/1063426618784009.

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Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems experienced by students with EBD is a priority for the field, but there exist implementation challenges in authentic classroom settings. The purpose of this article is to address one implementation barrier by distilling the common practice elements fou

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Callias, Maria. "Current and Proposed Special Educational Legislation." Child Psychology and Psychiatry Review 6, no. 1 (2001): 24–30. http://dx.doi.org/10.1017/s136064170000246x.

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This paper outlines current legislation and Code of Practice on the identification, assessment and special provision for children with special educational needs in England and Wales. It then highlights the proposals for changes presented in the consultation documents for new legislation and a revised Code of Practice. Changes include simplifying the process of identification and assessment, a greater emphasis on early identification, intervention and integration in mainstream schools, improving the training of teachers and learning support assistants, giving a voice to children themselves and

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Dudek, Christopher M., Linda A. Reddy, Adam Lekwa, Anh N. Hua, and Gregory A. Fabiano. "Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching." Assessment for Effective Intervention 44, no. 2 (2018): 81–94. http://dx.doi.org/10.1177/1534508418772919.

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This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. F

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Hannon, R. "Audit and feedback and educational outreach did not differ from printed educational materials for improving community nursing practice." Evidence-Based Nursing 10, no. 1 (2007): 26. http://dx.doi.org/10.1136/ebn.10.1.26.

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Dilova Gaybullaevna, Nargiza. "FORMATIVE ASSESSMENT OF STUDENTS' KNOWLEDGE – AS A MEANS OF IMPROVING THE QUALITY OF EDUCATION." Scientific Reports of Bukhara State University 5, no. 3 (2021): 144–55. http://dx.doi.org/10.52297/2181-1466/2021/5/3/13.

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Introduction. Regular assessment of the level of knowledge of students, the process of mastering educational information is one of the important factors that ensure the interconnectedness and harmony of education and upbringing. Formative assessment can be used as an effective tool in the successful implementation of this process. In this article, the experience of developed countries in the formative assessment of school students' knowledge, the results of scientific research of scientists in the field of pedagogy were analyzed and the main conditions for the application of this practice in t

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Altafim, Elisa Rachel Pisani, and Olga Maria Piazentin Rolim Rodrigues. "MATERNAL EDUCATIONAL PRACTICES DURING THE FIRST YEAR OF LIFE." Journal of Human Growth and Development 25, no. 3 (2015): 257. http://dx.doi.org/10.7322/jhgd.105999.

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Introduction: The strategies used by parents in education and childcare play a major role in the child’s development and health. Objective: To describe and analyse the maternal educational practices during the first year of life. Method: A total of 250 mothers of infants between 1-12 months participated in the study. The data was collected using the Parental Styles Inventory for Mothers of Babies (IEPMB). Results: Mothers used the positive parenting practice: Monitoring Positive. However negative practices were also present in the repertoire of the participants, especially Relaxed Discipline.

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Marston, Doug, Mary Pickart, Amy Reschly, David Heistad, Paul Muyskens, and Gerald Tindal. "Early Literacy Measures for Improving Student Reading Achievement: Translating Research Into Practice." Exceptionality 15, no. 2 (2007): 97–117. http://dx.doi.org/10.1080/09362830701294177.

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Editor, Bhaugeerutty Vinod Sharma. "Introducing Assessment Practice." American International Journal of Sciences and Engineering Research 3, no. 1 (2020): 20–23. http://dx.doi.org/10.46545/aijser.v3i1.176.

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One of the essential beliefs of the education reform is that all students should be literate. Previous studies have shown that every child has a unique competencies and skills. There has been a change in the curriculum and its mode of delivery which will allow the students to have different choices in terms of regional and academies. Different strategies have been established to promote equity and adaptability. This philosophy is to promote four years for the extended which is in line with the nine years education program of the educational reform. This helps to promote equity among the studen

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Mohd Fahmi Teng, Nur Islami, Nashrah Adilah Ismail, Nazrul Hadi Ismail, and Thuraya Ahmad. "Development and Validation of an Educational Booklet for Sunnah Practices in Improving Quality of Life." Environment-Behaviour Proceedings Journal 2, no. 5 (2017): 151. http://dx.doi.org/10.21834/e-bpj.v2i5.692.

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Sunnah eating practices refers to the practices promoted by Prophet Muhammad (pbuh) that has healthy lifestyle elements. This paper describes the validation process of an educational booklet for sunnah eating practices to improve the Quality of Life among adults population. This study involves three steps; development of the booklet, validation of the booklet by 22 judges, and by 20 adults. The result of the Item-level Content Validity Index (I-CVI) for the booklet exceeds 0.80. Thus, the booklet was validated and should be used by healthcare professionals to assist on eating practices to impr

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Flierl, Michael, and Clarence Maybee. "Refining information literacy practice:: Examining the foundations of information literacy theory." IFLA Journal 46, no. 2 (2020): 124–32. http://dx.doi.org/10.1177/0340035219886615.

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There are many ways for an academic librarian to contribute to the teaching and learning mission of an institution ranging from direct instruction to assignment design. Given this plethora of information literacy educational practices, what should academic librarians and educators focus time, labor, and resources on, and why should they do so? With an eye towards improving information literacy educational practice and addressing these fundamental questions, we examine the foundational philosophical commitments of two information literacy theories, Critical Information Literacy and Informed Lea

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Freitas, Bruna Hinnah Borges Martins de, Fabiane Blanco e. Silva, Jéssica Maria Ferreira de Jesus, and Maria Angélica Brum Alencastro. "Leprosy educational practices with adolescents: an integrative literature review." Revista Brasileira de Enfermagem 72, no. 5 (2019): 1397–404. http://dx.doi.org/10.1590/0034-7167-2017-0458.

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ABSTRACT Objectives: to identify scientific evidence in the literature regarding educational actions on leprosy developed with adolescents. Method: an integrative review of the literature, with the following research question: what are the leprosy educational practices currently being developed with adolescents? The search was performed in the following databases: MEDLINE, Scopus, LILACS, CINAHL, BVS Hanseníase and other sources, using “adolescent”; “leprosy”; “health education”; “public health”, and “public health practice” as keywords. Results: the sample was comprised of nine studies. Lepro

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Shachak, Aviv, Gurprit K. Randhawa, and Noah H. Crampton. "Educational approaches for improving physicians’ use of health information technology." Healthcare Management Forum 32, no. 4 (2019): 188–91. http://dx.doi.org/10.1177/0840470419831717.

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The benefits of Health Information Technology (HIT) depend on the way they are being used. Education and training are often needed to move from basic to advanced, value-adding, use. In this article, we describe three educational approaches that can help in achieving this goal: “productive failure,” video tutorials, and simulation. We describe the rationale behind these approaches, their strengths, and limitations and illustrate their application, respectively, to three problems associated with the use of HIT in clinical practice: improving data quality within Electronic Medical Records (EMRs)

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Al-makdase, L., P. Ioannou, Z. Y. Tew, et al. "5 Improving Diagnosis and Management of Urinary Tract Infections for Elderly Patients." Age and Ageing 49, Supplement_1 (2020): i1—i8. http://dx.doi.org/10.1093/ageing/afz183.05.

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Abstract Introduction Diagnosis of urinary tract infection (UTI) in the elderly population is challenging as they commonly present with atypical signs and symptoms. Prevalence of asymptomatic bacteriuria in the elderly population is high. Hence, urine dipstick and urine culture are no longer diagnostic tests. UTI is over-diagnosed and overtreated in the elderly, resulting in poor antimicrobial stewardship. This project was carried out to assess and improve the current practices in the diagnosis and treatment of UTI in the Department of Medicine of the Elderly. Methods We reviewed current Scott

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FRIEDMAN, DEBRA A. "Action Research for Improving Educational Practice: A Step-by-Step Guide by KOSHY, VALSA." Modern Language Journal 95, no. 4 (2011): 671–72. http://dx.doi.org/10.1111/j.1540-4781.2011.01255.x.

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Gore, Michele T., and Chris Groeber. "Improving Outcomes for Students, Social Work Education, and Agencies in Public Child Welfare." Journal of Baccalaureate Social Work 8, no. 1 (2002): 17–32. http://dx.doi.org/10.18084/1084-7219.8.1.17.

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This article describes three programs that Kentucky is using to link the classroom and the field practice of students and social workers. The state has developed a consortium of educational partnerships with nine state universities. This consortium has allowed for creative student educational experiences and child welfare placements at the baccalaureate level, master's-level education with a focus on agency needs and capacities, and a post-employment program that allows for evaluation of new worker abilities and knowledge base. Kentucky continues to improve both social work education and publi

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AL-Nuaimi, Karimeh, Reem Ali, and Fatima Hatem Ali. "The effect of a breastfeeding educational workshop on clinicians' knowledge, attitudes and practices." British Journal of Midwifery 27, no. 4 (2019): 242–50. http://dx.doi.org/10.12968/bjom.2019.27.4.242.

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Background Counselling, education and support from health professionals is key to increasing breastfeeding practices. Aim To evaluate the effectiveness of a breastfeeding educational workshop on Jordanian nurses' and midwives' knowledge, attitudes and practices towards breastfeeding. Methods A convenience sample of 82 nurses and midwives were recruited and randomly assigned into intervention and control groups. A pre-test was conducted for both groups and a post-test was conducted 2 weeks after the intervention for both groups. Findings The results showed significantly higher mean and standard

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Mazzotti, Valerie L., Dawn R. Rowe, and David W. Test. "Navigating the Evidence-Based Practice Maze." Intervention in School and Clinic 48, no. 3 (2012): 159–66. http://dx.doi.org/10.1177/1053451212454004.

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Factors such as the standards-based education movement, mandated participation in statewide testing, and inclusion have forced an increased focus on improving outcomes for students with disabilities. There are many determinants of postschool success for students with disabilities; however, teachers primarily have control over only one, teaching practices and programs. As a result, it is important that teachers choose and implement practices that have proven successful for secondary students with disabilities. This article guides teachers through the process of navigating the evidence-based pra

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Shevchuk, Olha P., and Natalia P. Yaroshchuk. "Theoretical and Methodological Model of the Influence of Mindfulness Practices on the Teacher’s Personality." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (2020): 67–73. http://dx.doi.org/10.52534/msu-pp.6(2).2020.67-73.

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The relevance of the study lies in covering the potential of meditative practices in the educational process. The purpose of the study is to carry out a theoretical analysis and outline the probable forms of integration of mindfulness practices into the educational process on the example of teachers, as well as to create a theoretical model of the influence of mindfulness practices on the teacher’s personality with professional destruction. The study highlights the main theoretical models of understanding mindfulness practices. The most effective and most frequently used techniques of awarenes

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Thierry, Amy. "DIVERSITY IN ACTION: PRACTICE-BASED LEARNING FOR IMPROVING COMMUNITY HEALTH." Innovation in Aging 3, Supplement_1 (2019): S361. http://dx.doi.org/10.1093/geroni/igz038.1315.

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Abstract Non-traditional learning methods in diverse classrooms, particularly at HBCUs, can prepare students for successful careers in aging. In a graduate-level public health course on the social determinants of health, students engaged in an experiential learning opportunity to address health disparities within a historic Black neighborhood in New Orleans. Through a combination of classroom lectures, community integration activities, and skills-building training with faculty and public health professionals, students applied a health equity life course framework in developing, implementing, a

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Wildemeersch, Danny, and Jan Masschelein. "Lessons from the South: Research Collaboration as an Educational Practice." Social Sciences 7, no. 11 (2018): 235. http://dx.doi.org/10.3390/socsci7110235.

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Between 1998 and 2011, we coordinated three consecutive research projects in three different provinces of Northern Vietnam. The projects aimed at improving the living conditions of various ethnic minorities in these areas. We focused on poverty alleviation, water management, and nature conservation. In all cases, there was a close collaboration between Vietnamese and Belgian researchers. The participation of the local population was an important ambition in the research. In this paper, we describe the three projects and analyze the relationships among the Belgian and Vietnamese researchers on

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Sinha, Pranay, Lauren Pischel, and André N. Sofair. "Improving diagnosis by feedback and deliberate practice: one-on-one coaching for diagnostic maturation." Diagnosis 8, no. 2 (2021): 157–60. http://dx.doi.org/10.1515/dx-2020-0129.

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Abstract Reflective practice is essential for the ongoing maturation of clinicians and requires regular self-evaluation in association with ongoing mentoring and feedback. Currently, most resident physicians do not have access to educational experiences that fulfill these needs. We present a novel model for structured one-on-one longitudinal coaching using the principles of deliberate practice to improve diagnostic skills. This is an easily implementable educational model that can be replicated in residencies across the country to improve clinical reasoning. Skills learned through this program

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